• Journal of the Korean earth science society
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• v.28 no.4
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• pp.405-414
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• 2007

This study examined students' achievement of Earth science in the Trends in International Mathematics and Science Study (TIMSS) that was conducted with 46 participating countries in 2003 and analyzed average percent-correct items for Earth science were analyzed in terms of subcategory, item type and cognitive domain. In addition, items showing a gender difference and a big difference in the test scores of Korean and international students were analyzed. Korean students performed higher than the international average, especially in the astronomy-related topic and in the cognitive domain of 'reasoning and analysis'. In an analysis of the five items that Korean students scored lower than the international average, Korean students performed not so well in demonstrating what they understood with drawings and writings. Korean female students showed a difficulty more than male students did in multiple-choice items that asked recalling of factual knowledge and demonstrated lack of confidence in the items that they have not learned yet. Based on the result content organization of Earth science curriculum and ways to improve teaching and loaming methods were recommended.

• Journal of Gifted/Talented Education
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• v.5 no.2
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• pp.55-89
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• 1995

Currently Korea encourages gifted highschoolers and junior high schoolers to participate in international achievement contests such as International Olympiads. Participants for these contests are selected nationwide among gifted students in areas of mathematics, physics, chemistry, and others. They go through a series of screening tests and programs. One of the screening processes is Korean Olympiad School, which provides study programs each summer for student-candidates prior to following year's International Olympiads. Approximately 40 students of high schools and junior high schools, in each subject of study, gather at Korean Olympiad Summer School, and they go through intensive study programs during short period of time. Out of 40 candidates, less than 20 students are finally selected to participate in International Olympiads. In this study, a psycho-educational program called "Situatin Coping Training Program" was developed to enhance ahievement motivation for these student-candidates. This study was to see if this tranining program actually improved their cognitive, emotive motivation factors, and to see how this training program affected their achievement level. Training was administered for five days. This training program was found effective for participants to increase self-efficacy, internal locus of control, and anxiety coping. These cognitive and emotive motivation factors, other than intelligence, were found to have positive relationship with achievement level, of which self-efficacy and attribution style of students were found as two best predictors of achievement. This training program was perceived as necessary by participants, and helpful for recovering self-confidence and self-control as well as coping pressure. Suggestions were made that this kind of training program be administered as regular curriculum in preparative study programs such as Korean Olympiads, since cognitive, emotive motivation factors are related with achievement, and furthermore, be utilized in all gifted education programs in Korea. in Korea.

• Magazine of the Korean Society of Agricultural Engineers
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• v.25 no.4
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• pp.38-49
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• 1983

This study was intended to develop a curriculum for the agricultural engineering technology, and that on confidence with junior college characteristics. In order to per- formance with this study, job cluster was analyzed on 28 parts in respect to the agricultural engineering field and questionnaire was investigated to the field including in alumni 181, students 537, professional workers 174 and professors 54. The results from the above analysis and investigation can be summarized as follows. 1. According to the investigation on degree of important subjects from the questionnaire, it is presented at mathematics 43%, physics 36% in students and 32%, 12% in professional workers. Considering from this results, it is desirable that primary subjects should be forced. 2. In comparing with fundamental major subjects and applied it, it is presented at that 41%, this 34%, in the total investigations. It can be found that in the degree of requirement, this is lower than that among the major subjects. 3. In investigation to the degree of requirement in the experiment and practice, it is presented at surveying 63%. Soil mechanics 14%, materials 13%, hydraulics 9% in order, in total inspection. 4. From investigation to the degree of requirement on the subjects of established newly, it is presented at majoring and living English 64%, E.D.P.S 30%, in the total questionnaire. Judging from the results, it seems that the foreign language is necessary to technician more and more, for advance to abroad. Also, it is no wonder that make good use of the E.D.P.S. 5 The table 5 is represented the model curriculum from the above results in anaized data on the questionnaire and the job cluster of table 2.

• Nuclear Engineering and Technology
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• v.55 no.12
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• pp.4617-4627
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• 2023

Public perception of benefit over risk is the de facto factor in planning, construction, operation, halting, or phase-out of a nuclear power plant in any country. Even if there are multiple pathways of perceiving risk/benefit among different stakeholders, the perception of nuclear and non-nuclear groups needs to be individually tracked to help understand sectoral influence. Related studies were basically performed between the STEM (Science, Technology, Engineering, and Mathematics) and non-STEM groups. However, there are no such studies between the nuclear and non-nuclear groups. This study investigated the risk-benefit perceptions between the nuclear group (N = 102) and the non-nuclear group (N = 467) using survey data to measure their stake and identify the underlying factors by validating the hypotheses, through descriptive analysis, and structural equation modeling (SEM). Results showed that risk perception is significantly high in the non-nuclear group (as the P-value is > 0.001 to <0.01) while the benefit perception is slightly low in the nuclear group (as the P-value is > 0.01 to <0.05). The non-nuclear group was significantly influenced by risk perception due to a lack of involvement in nuclear activities. Notably, the nuclear group is less interactive in disseminating nuclear energy benefits to the non-nuclear group. Surprisingly, misperceptions and lack of confidence about the benefits of nuclear energy also exist in the nuclear group. The study emphasizes debunking nuclear myths in the nuclear and non-nuclear groups through meaningful interactions and demands effective public awareness-building programs by competent authorities for the growth of the nuclear industry.

• Journal of Educational Research in Mathematics
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• v.21 no.4
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• pp.327-344
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• 2011

This study is the first step for us toward improving high school students' capability of statistical inferences, such as obtaining and interpreting the confidence interval on the population mean that is currently learned in high school. We suggest 5 underlying concepts of 'discretion of contingency and inevitability', 'discretion of induction and deduction', 'likelihood principle', 'variability of a statistic' and 'statistical model', those are necessary to appreciate statistical inferences as a reliable arguing tools in spite of its occasional erroneous conclusions. We assume those 5 concepts above are to be gradually developing in their school periods and Korean mathematics textbooks of grades 1-12 were analyzed. Followings were found. For the right choice of solving methodology of the given problem, no elementary textbook but a few high school textbooks describe its difference between the contingent circumstance and the inevitable one. Formal definitions of population and sample are not introduced until high school grades, so that the developments of critical thoughts on the reliability of inductive reasoning could not be observed. On the contrary of it, strong emphasis lies on the calculation stuff of the sample data without any inference on the population prospective based upon the sample. Instead of the representative properties of a random sample, more emphasis lies on how to get a random sample. As a result of it, the fact that 'the random variability of the value of a statistic which is calculated from the sample ought to be inherited from the randomness of the sample' could neither be noticed nor be explained as well. No comparative descriptions on the statistical inferences against the mathematical(deductive) reasoning were found. Few explanations on the likelihood principle and its probabilistic applications in accordance with students' cognitive developmental growth were found. It was hard to find the explanation of a random variability of statistics and on the existence of its sampling distribution. It is worthwhile to explain it because, nevertheless obtaining the sampling distribution of a particular statistic, like a sample mean, is a very difficult job, mere noticing its existence may cause a drastic change of understanding in a statistical inference.

• Communications of Mathematical Education
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• v.27 no.1
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• pp.63-80
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• 2013

Reflecting the recent trends and needs of gifted education, this study set out to compare and analyze mathematically gifted elementary students and common students in self-efficacy and career attitude maturity, understand the characteristics of the former, and provide assistance for career education for both the groups. The subjects include 237 mathematically gifted elementary students and 221 common students in D Metropolitan City. The research findings were as follows: First, mathematically gifted elementary students turned out to have higher self-efficacy than common students at the significance level of .01 in the three self-efficacy subfactors, namely confidence, self-regulated efficacy, and task difficulty preference. The findings indicate that mathematically gifted elementary students have much confidence in themselves and strong faith in themselves, thus forming a habit of preferring a relatively high-level task by taking self-management and task difficulty into proper consideration. Second, mathematically gifted elementary students showed higher overall career attitude maturity than common students. There was significant difference at the significance level of .01 in decisiveness and preparedness between the two groups and significant difference at the significance level of .05 in assertiveness. However, there was no statistically significant difference in purposefulness and independence between the two groups. Finally, there were positive correlations at the significance level of .01 between all the subfactors of self-efficacy and those of career attitude maturity in all the subjects except for self-regulated efficacy and purposefulness, between which there were positive correlations at the significance level of .05. The mathematically gifted elementary students showed positive correlations between more subfactors of self-efficacy and career attitude maturity than common students. Given those findings, it is necessary to take differences in self-efficacy and career attitude maturity between mathematically gifted elementary students and common students into account when organizing and running a curriculum. The findings confirm the importance of providing students with various experiences fit for them and point to a need for helping mathematically gifted elementary students maintain a high level of self-efficacy and guiding them through career education with more appropriate career attitude maturity improvement programs.

• Journal of The Korean Association of Information Education
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• v.17 no.1
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• pp.63-71
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• 2013

The purpose of this study was to investigate patterns of IT usage in gifted elementary students. There were 67 Computer Science gifted students and 38 Math/Science gifted students, a total of 105 students, who attended a Convergence Computer Science Camp for 3 days. They were given 20 questions on IT usage. The results showed that these gifted students started to use the computer from ages 7 to 9 (51.9%) and consider their level of usage as average (50.0%). They also expressed a desire to learn more to enhance learning. There were some differences between the Computer Science gifted students and Math/Science gifted students. The Computer Science gifted students spent more time at the computer, considered themselves as more capable in using the computer, and thought that the computer aided in learning more, Another difference is that Computer Science gifted students utilized the computer more for education and learning purposes(56.9%), whereas Math/Science gifted students used it for recreation purposes (40.5%). Furthermore, regarding areas of further interest, most Computer Science gifted students wanted to learn more about computer programming whereas Math/Science gifted students were more interested in learning presentation methods (26.3%). In conclusion, there was a difference between Computer Science gifted students and Math/Science gifted students in self-confidence, areas of utilization and computer related areas.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.14 no.4
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• pp.253-259
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• 1981

A study was made to find out a new method of calculating the survival rate of a fish population from length composition and growth equation. 1. In the steady state of the fish population, let the total mortality rate be z, the age of complete recruitment a, the oldest age in the catch b and the average between the age of complete recruitment and the oldest age in the catch Ut, then we have $$U_{t}\;=\;\frac{a-b\;{e xp}\{-z(b-a)\}}{1-\;{e xp}\{-z(b-a)\}}+\frac{1}{z}{\cdots}{\cdots}{\cdots}{\cdots}{\cdots}$$(1) And let b be infinite, then we obtain $$Z=\frac{1}{U_t-a}{\cdots}{\cdots}{\cdots}{\cdots}{\cdots}{\cdots}$$ (2) 2. Calculating numerical value of $U_t$ from age composition table and growth equation, and substitute in (1) for it, we may obtain the value of z and $e^{-z}$. 3. This method is applied to a case of mackerel and horse mackerel in the coastal waters of Korea, with the following results : Total mortality rate-Mackerel : 0.87909, Horse mackerel : 2.22327, Survival rate-Mackerel : 0.41516, Horse Mackerel : 0.10825, 95 percent confidence Interval of survival rate-Mackerel : $0.35966{\sim}0.47264$, Horse mackerel : $0.06897{\sim}0.14974$

• Education of Primary School Mathematics
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• v.16 no.1
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• pp.35-55
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• 2013

The purposes of this study were to development and verify the effect of educational program apply on STEAM for the mathematical prodigy. To accomplish these purposes literature review on development of the program and qualitative study were conducted. The mixed-model design was applied for this qualitative experimental study. The conclusions of this study were as follows. First, the program for mathematical prodigy education applied on the conceptual model of STEAM integration approach was developed. Second, a learning satisfaction about constitution of the workbook was lowly. Third, principal of STEAM was the best interest and difficult of the program applied on STEAM. Fourth, the creativity and problem solving ability was founded about angle and velocity of mathematical domain and making the Angrybirds Game on GeoGebra environment. In spite of difficulty about principal of the Angrybirds Game, confidence and satisfaction were founded about a result product.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.872-877
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• 2018

STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. It is considered important to equip students with a creative thinking ability and the core competences required in future society, helping them devise new ideas emerging from branches of study. This study is about the convergence of instructional design in private finance for the life sciences, which aims to foster talent through problem-based learning (PBL). Skills like collaboration, creativity, critical thinking, and problem solving are part of any STEAM PBL, and are needed for students to be effective. STEAM projects give students a chance to problem-solve in unique ways, because they are forced to use a variety of methods to solve problems that pop up during these types of activities. The results of this study are as follows. First is the structured process of convergence lessons. Second is the convergence lesson process. Third is the development of problems in the introduction of private finance and the life sciences for a convergence lesson at Dornod University. Learning motivation shows the following results: understanding of learning content (66.6%), effectiveness (63.3%), self-directed learning (59.9%), motivation (63.2%), and confidence (63.3%). To make an effective model, studies applying this instructional design are to be implemented.